T 6.0

Chapter 6:

Inquiry for Scientific LiteracyChapter 6:

Inquiry for Scientific Literacy

Central concepts: Science is fundamental and its attitudes, processes

and knowledge form a literacy foundation

Inquiry is the way of finding out and discovery is what is found

Several inquiry teaching methods encourage learners to construct understanding (discovery) and develop literacy skills, but in different ways

Cooperative learning techniques help to manage science inquiry classrooms

T 6.1

What Is Scientific Literacy?

What Is Scientific Literacy?

According to the National Research Council, literacy means:

a person can ask for and determine answers to questions stimulated by curiosity

the ability to describe, explain, and predict natural phenomena

the ability to read and understand scientific articles in the popular press and converse about validity of conclusions

a person can identify scientific issues and express positions that underlie national and local decisions

a person can evaluate the quality of scientific information of its sources and methods

a capacity to pose and evaluate arguments based on evidence and conclusions

T 6.2

Science AttitudesScience Attitudes

Attitudes stimulate the mental processes of scientific literacy by:

promoting creativity encouraging creative writing providing a foundation for good health habits helping to develop mathematical skills providing experiences that can be the inspiration for art and

music helping to develop reading and social studies skills

feeding develop self-esteem

Science Processes and KnowledgeScience Processes and Knowledge

Process skills are tools for building literacy (see chapters 1,4,5)

Skills help to identify, explore and solve problems.

Scientific knowledge is a means to an end

Knowledge leads to thoughtful consumer choices and responsible behavior

T 6.3

NSES Content Dimensions (Figure 6.1) NSES Content Dimensions (Figure 6.1)

Scienceas

inquiry

T 6.4

Scienceand

technology

Physical

Earth andspace Life

History andnature ofscience

Personaland social

perspectives

New sciencedimensions for depth

and expansion

SCIENCE CONTENTCONCEPTUAL

TARGETS

Science content standards help to define the essentials for scientific literacy.

T 6.5

What is InquiryInquiry and DiscoveryDiscovery?

What is InquiryInquiry and DiscoveryDiscovery?

Scientific literacy supports inquiry and discovery.

Inquiry is a process for finding out, the way of making discoveries

Discovery is what is found, what learners construct in their minds

Inquiry Methods Help Teachers To:Inquiry Methods Help Teachers To:

Focus and support literacy thought processes.

Stimulate productive discourse among children.

Challenge children to accept and share responsibility for learning.

Identify and support diversity.

Encourage all children to participate fully in science learning.

Encourage and model literacy skills.

Encourage and model productive attitudes.

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Inquiry Teaching MethodsInquiry Teaching Methods

Learning Cycle Scientific Learning Suchman’s Inquiry Demonstrations Playful Science Problem Based

Learning Cooperative Inquiry

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Science Learning CycleScience Learning Cycle

is built upon a synthesis of learning theories

is a way of planning and teaching that is consistent with how children construct their understanding

see Fig 6.2

Figure 6.2Figure 6.2

Explanation phase:Students andteacher interactto inventconcept fromdata orobservationsobtainedduringexploration

Exploration phase:Students interactwith materials andwith each other

Expansion phase:Teacher guides student

interactions in order to applyconcept and expand on

ideas and uses of science

Evaluation phase:

Can be formalor informalthroughout

cycle

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T 6.10

Science Learning Cycle, Table 6.1Science Learning Cycle, Table 6.1

1. Explorationa. What is the lesson’s central question and the precise

concept students will explore?

b. How will the children become engaged in the inquiry?

c. How will questioning be used to engage and sustain?

d. What activities must the children do to become familiar with the concept?

e. What kinds of observations and records should the children keep?

f. What kinds of instructions will the children need? How will you give the instructions without telling the concept?

Science Learning Cycle, Table 6.1Science Learning Cycle, Table 6.1

2. Explanationa. What kinds of information or findings should the children talk

about?

b. How can you help help students summarize their findings?

c. How can you guide the students and refrain from telling them what they should have found, even if their understanding is incomplete?

d. What concept “labels” should the children discover?

e. How will you use sentence starters to help children form an operational definition of the concept?

f. Why is the concept important?

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T 6.12

Science Learning Cycle, Table 6.1Science Learning Cycle, Table 6.1

3. Expansiona. How can you connect with children's prior experiences?

b. How does the concept relate to the science program goals?

c. What questions can be used to encourage discovery of the concept's importance?

d. How will you connect the lesson to the new content dimensions provided by the science standards?

e. What new experiences will help to apply or expand the concept?

f. What is the next concept related to the present one?

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Science Learning Cycle, Table 6.1Science Learning Cycle, Table 6.1

4. Evaluationa. What are the appropriate learning outcomes you should

expect?

b. What types of hands-on evaluation techniques can the children do to demonstrate the basic process skills?

c. What techniques are appropriate for children to demonstrate the integrated process skills?

d. How can pictures help children to demonstrate how well they can think through problems?

e. What types of questions will help children to reflect on what they have discovered?

Question Types to Engage and Sustain a Learning Cycle (Figure 6.3) Question Types to Engage and

Sustain a Learning Cycle (Figure 6.3)

Step 1Exploration:

Student-centeredcooperative

inquiry

Step 2Explanation:

Concept is formed;

meaning is constructed

Step 3Expansion:

Students apply what they have

learned and expand

understanding of the concept

Formal or informal

evaluation occurs throughout the learning cycle

universe

Step 4Evaluation:Divergent

questions

Convergentquestions Divergent, convergent,

and evaluative questions

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Scientific Teaching MethodScientific Teaching Method

Step 1:

Step 2:

Step 3:

Step 4:

Step 5:

Students conclude that an experiment will provide the best answer to the science question or dilemma.

Focus the question to seek a specific science answer

Guess an answer and use references to find out if the answer is already known

Use guiding questions to find out the answer in Step 2

Have students apply what they learn from experimentation; use conclusions in a practical way

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Suchman's InquirySuchman's Inquiry

to help children construct solutions and explanations

based on discrepant events

student-centered, students ask the questions

relies only on convergent questions that can be answered with a Yes or a No

Discrepant Event Map (Fig. 6.6) Discrepant Event Map (Fig. 6.6)

DISCREPANT EVENTS

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cognitivedissonance

Disequilibrium

Strive for equilibrium

yes/noconvergent questions

for verifications

student-constructedtheories andexplanations

answers that explainthe discrepancy

and develop cognitiveequilibrium

incorrectanswers

produce

stimulates learners to ask

are developed into

yield

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Suchman's Inquiry, continuedSuchman's Inquiry, continued

Phases:1. present the discrepant event

2. students verify facts and collect information via questions

3. student investigation and research

4. teacher-led discussion to develop solution or best explanation

T 6.19

to avoid putting children in danger

to model proper skills and safety

to focus the class on an important event

to overcome equipment shortages

When to Use a DemonstrationWhen to Use a Demonstration

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T 6.20

to arouse interest, important questions or to demonstrate learning problems

to help solve academic problems

to encourage slow learners and to challenge rapid learners

When to Use a Demonstration, continuedWhen to Use a Demonstration, continued

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T 6.21

to recognize effort and originality

to help another child understand

to enhance or to develop communication skills

to build self-confidence

When Should Children Do a Demonstration?

When Should Children Do a Demonstration?

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Tips for Effective Demonstrations

Tips for Effective Demonstrations

clear, specific purpose plan carefully and practice involve children when possible use questions to support the demonstration repeat to focus attention keep it visible use simple, familiar materials use quality, not quantity

Playful SciencePlayful Science

Play

1. Supports open-ended inquiry2. Provides moments of natural interest3. Offers inviting places for discovery to

occur4. Can promote respect for living things5. Celebrates wonder6. Promotes social development

T 6.23

Six StagesSix Stages

Child selects experiment from those proposed by teacher.

Child repeats an experiment with own variation.

Child elaborates.

Encourage children to initiate own experiments.

Communicate with parents and replicate experiment.

Conduct new experiment; begin new cycle.

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Problem-Based LearningProblem-Based Learning

Develop a “driving question” for focus.

Engage children in investigation.

Collect and create artifacts.

Collaborate

Learn to use technological tools.

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T 6.26

Cooperative Inquiry Groups Table 6.2. 6,3

Cooperative Inquiry Groups Table 6.2. 6,3

Principal Investigator manages the group and checks the assignment

Materials Manager collects and distributes all equipment

Recorder collects all necessary information

Reporter communicates the group's findings

Maintenance Director directs the group's clean up effort

T 6.27

Successful Inquiry Teachers

Successful Inquiry Teachers

model scientific attitudes and processes

are creative

are flexible

use effective questioning strategies

focus their efforts on preparing children to think